Knowledge construction in a geographically disparate, cross-indigenous, computer-supported, collaborative context

Richard Baker Hall

Knowledge@construction in a geographically@disparate, cross@-indigenous, computer@-supported, collaborative context (2005) pp. 1–134

There is a lack of knowledge (prescriptions, guidelines, specifications) relative to geographically disparate, computer-supported, collaborative, intercultural teams who must effectively learn and work together on tasks of common purpose at the...

School resources and labor market outcomes: Evidence from early twentieth-century Georgia

Richard B. Baker

Economics of Education Review Vol. 70, No. 1 (June 2019) pp. 35–47

The relationship between school resources and students’ labor market outcomes has been a topic of debate among economists for the last half-century. The release of the 1940 United States census, the first to ask questions regarding income, allows...

Language: English

Someone has to care: Computer-assisted instruction and struggling readers

Donald Richard Baker

(2003) pp. 1–96

Over a three month period in a high school on Prince Edward Island, I conducted a study involving three volunteer, struggling readers and the computer-assisted reading instruction software program, Academy of Reading 2000. While my initial goal was...

Integrated Feedback Models in Database-driven Electronic Portfolios for Teacher Education

Richard Clark; Robert Baker; Tu Tran

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 190–193

The effectiveness of feedback interventions will be explored in the context of a standard-based, technology-driven teacher preparation model in relation to trainee's prior knowledge, background characteristics, and progressive development. The...

Topics: Instructional Design, Behavior

A Structured Approach to Program Expansion From On-Campus to Distance Delivery

Richard Howard; Larry Baker; Marilyn Lockhart

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 1814–1817

The decision at higher education institutions to expand programs and classes from on-campus to distance delivery often has not been made using a systematic, structured approach. Instead, the change has been driven by political forces, with state...

Topics: Distance Education, Administrators

The Cost-Effective Multimedia Classroom

Richard L. Baker; Michael C. Blue

T.H.E. Journal Vol. 27, No. 1 (1999) pp. 46–50

Examines one university's efforts to develop a reliable and cost-effective multimedia classroom. Discusses why and how the process was undertaken, as well as the cost implications for the department. Reviews advantages and disadvantages of the...

A Systematic Review of Measures of Activity Limitation for Children with Cerebral Palsy

Adrienne Harvey; Jonathan Robin; Meg E. Morris; H Kerr Graham; Richard Baker

Developmental Medicine & Child Neurology Vol. 50, No. 3 (March 2008) pp. 190–198

This systematic review critically appraises the literature on the psychometric properties and clinical utility of evaluative activity limitation outcome measures used for children with cerebral palsy (CP). The search strategy yielded 29 articles for ...

How College Students Spend Their Time Communicating

Richard Emanuel; Jim Adams; Kim Baker; E K. Daufin; Coke Ellington; Elizabeth Fitts; Jonathan Himsel; Linda Holladay; David Okeowo

International Journal of Listening Vol. 22, No. 1 (2008) pp. 13–28

This study sought to assess how college students spend their time communicating and what impact, if any, communications devices may be having on how that time is spent. Undergraduates (N = 696) at four southeastern colleges were surveyed. Results...

More confusion and frustration, better learning: The impact of erroneous examples

J. Elizabeth Richey; Juan Miguel L. Andres-Bray; Michael Mogessie; Richard Scruggs; Juliana M.A.L. Andres; Jon R. Star; Ryan S. Baker; Bruce M. McLaren

Computers & Education Vol. 139, No. 1 (October 2019) pp. 173–190

Prior research suggests students can sometimes learn more effectively by explaining and correcting example problems that have been solved incorrectly, compared to problem-solving practice or studying correct solutions. It remains unclear, however,...

Language: English